Vol. 8, Issue 5, Part A (2022)

Abstract
Mathematics is essential to all areas of daily life. It affects the successful functioning of an individual at school, at home, in the job and in the community. The current situation of global community suggests that high levels of mathematical and technical skills are needed for most jobs in the 21st century. Therefore, it is important to ensure that all students including those planning to pursue higher education should have sufficient skills to meet the challenges of the 21st century (NEGP, 1997). Dyscalculia significantly hinders academic achievement in mathematics or activities of daily living that require mathematics ability. This paper is an attempt to study the effect of metacogitive instructional programme on mathematics achievement of primary school students with dyscalculia related to number Concept. Sample of 70 dyscalculic students from 14 schools was collected through random as well as purposive sampling methods. Data was collected through Teacher’s Referral Form, General Mental Ability Test for Children (GMATC, 1986), Diagnostic Test for Learning Disability (DTLD, 1993) and Achievement test for Numeracy Skills. Findings showed the positive effect of activity and various strategies based metacognitive instructional programme on achievement of dyscalculic students in number Concept.